“This is a wonderful book with deep insight into the relationship between teachers' action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples.”—Kejing Liu, Shawnee State University

Teacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method.

Key Features:

Discusses how to build a school research culture through collaborative teacher research; Delineates the role of the professional development school as a venue for constructing a knowledge democracy; Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process; Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies

Fundamental Practices for Teacher Action Research

Fundamental Practices for Teacher Action Research

Fundamental practices for teacher action research

Chapter 9 focuses on fundamental practices for conducting teacher action research, including reflection, documentation, observation, writing, journaling, and dialogue. In this chapter, I emphasize that although these can be treated as discrete practices, they ought to be considered as intersecting processes of study—mental dispositions and behaviors that interactively nurture lifelong inquiry. The interaction of these practices is explored, and concrete steps for their implementation are described. At the end of the chapter, I pose a series of questions to facilitate reflections about teaching and learning experiences and to offer focal points for observation, journal writing, and reflection.


Dewey (1933) defined reflection as a specialized form of thinking that is precipitated by a state of doubt ...

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